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Education of Disadvantaged Children in OIC:

The Key to Escape from Poverty

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Figure 56 Gross Enrolment Rates 2000-2015

Note: UNESCO Institute of Statistics

Determinants of Access to Schooling

Similar to other OIC countries and global trends, the disparities in access to education in

Pakistan are linked to household wealth, rural areas, geographical location, gender,

disability, language and being part of an ethnic minority.

A main difference is the sheer scale

of the challenge given the population size of Pakistan, its vast geography (including deserts and

high mountain ranges), the political challenges, and finally its frequent natural disasters that

affect entire divisions/districts and often disproportionately impact the poor.

Using DHS data, this

section will provide an overview of the main determinants of access to

education and how indicators and correlates have evolved between 1990 and 2012

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Attendance and Completion Rates

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:

Between 1990 and 2012, attendance rates for 6-11 year

olds improved by 36% or almost 20 percentage points from 54.6% to 74.5%. Attendance rates for

12-15 year olds also improved, although less significantly, with an increase of 20%. Completion

rates (finishing 5 and 8 years of education) increased by 32% and 47% respectively. Even with

this impressive increase, given how low the initial rates were in 1990, the completion rate of 8

years of schooling remains at 45.5 % in 2012, i.e

. less than 1 in 2 students aged 16-18 complete 8

years of schooling.

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In order to be consistent with DHS 1990, Gilgit-Baltistan region has been dropped from the DHS 2012 and Islamabad in DHS

2012 is assumed to be part of the Punjab region.

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Based on 1990 and 2012 DHS data analysis

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10

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30

40

50

60

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80

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Gross enrolment ratio (%)

Primary

Lower secondary

Upper secondary